Making time for mindful reading in the classroom

In the age of digital literacy and e-books, reading has never been more accessible, but access isn’t everything. In increasingly busy and fast-paced learning environments, how can we ensure students have the mental space and time to read?

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Reading as routine


Classroom routines can play a huge role in helping students to become active readers. My faculty has implemented a blanket routine. In every English lesson, students can choose their own reading material based on their interests and the first ten minutes is reserved for silent reading.

After the ten minutes, I give my students a reflection question to think about.

Anything from “What do you predict will happen next?” to “If the protagonist changed gender, would the story change?”. The aim is to create thoughtful, reflective readers who are engaging with their reading materials. The Super Six Reading Strategies reflection questions can be found here: https://www.super-six.info/

Making space and time


By awarding reading its own dedicated space in our lessons, educators don’t just give students the time to get their noses into a book. We send a simple but powerful message: “reading is valuable.”

Reading is such a valuable part of learning; therefore, we reserve ten minutes of every lesson, just for this experience. We allow students time to

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become immersed in their story. Instead of reading single sentences or snippets off a board during a class.

This means, we create a window in which students can practise deeper reading and experience the joy and satisfaction of being transported through text.

Supporting with technology


Limited or no access to reading materials can put children at risk of illiteracy throughout their lives. Nevertheless, we have a range of technologies that make reading materials more accessible in low-resource locations and help educators and students to monitor and reflect on their own reading practice.

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For example, in Sun Books, we provide in solar-powered tablets, pre-loaded educational content such as e-books. The tablets give children access to reading materials in rural and remote areas where physical books are often scarce.

In conclusion, it is very important to provide students with the space and time for reading but most important, facilitate them the access and exposure to books, either in a digital of printed format. This can blaze into a lifelong love of deep reading that will empower our students with literacy skills for life.


By: Ashley Emmerton